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Category Archives: Uncategorized

A Sampling of Art made “shelter in place” during the Pandemic

Upcoming Spring Classes and Workshops

I am teaching a variety of classes and workshops at the Northville Art House (215 W Cady St, Northville, MI 48167 – Classes | Northville Art House). Please join us, if you can. If this place and these times are not convenient for you, please contact me. I can find a place and time just right for helping you get started for the first time or get re-started in a creative practice. I can’t wait for that opportunity! 

My philosophy on teaching art is to focus primarily on the enjoyment aspects while gently introducing the technical and academic. Hence, in creating a passion for the subject matter, the quest for knowledge also becomes enjoyable.

Sunday, February 24th 1 – 3 PM: Mindful Drawing – Mandala Stones Workshop

Students will create structured designs by drawing various patterns. It is a formalized process that defines itself as something other than mere doodling. You will learn several step-by-step basic designs and have ample time to create your own unique designs and transfer them onto Mandala Stones. No Experience is necessary. All Art materials are supplied.

Saturday, March 10th, 1 – 3 PM: Portrait Drawing Workshop (Students aged 10- 15)

This workshop is an introduction to portrait Drawing. Proportions and shading will be explored. The most difficult things to grasp for artists learning to draw yourself, or of someone you know.

Saturday, March 14, 1 – 4 PM: Block Printing Workshop (Students aged 16 – 101)

Capture block printing 5

Artist and Educator Sasha shows you simple techniques for creating
your own printing blocks out of art-foam. With no cutting and
chiseling, these art-foam blocks can be made into shapes and patterns
using only scissors and a pencil. Use these printing blocks, or
purchased stamps, to create repeat patterns or bundled groupings to get
that classic block print look for wallpaper, book illustrations, framing
prints, greeting cards, gift wrap, fabric prints, and so much more!

Saturday, March 23rd, 1 – 3  pm: Still Life Drawing – Students ages 10 – 15 Workshop

In this introduction to still life drawing workshop. Students will learn the classic method of drawing, on toned paper with charcoal or black pencil, heightened with white. Students will be introduced to the concept of still life as related objects.

Six-week classes begin the week of March 19th. Please check the Northville Art House for more details.



October Mindful Drawing Workshop

The registration for this workshop is closed … we will be offering more workshops, again soon! But until then, contact us if you would like to plan an art party in your home!

Stay tuned! Sasha 


You don’t need to be an artist to experience the joy of making something! Come meet other creative souls and inspire and be inspired!  

Experience creative community with artist and educator, Sasha Roberts-Levi of Art Works! Studio for Cognitive and Expressive Studies

What? Mindful Drawing Workshop

When? October 22, 2017 1:00 – 1:30 PM

Where? The Repair the World Workshop 2701 Bagley Ave, Detroit, MI 48216 

art is your soul knocking

“Zen Tangle Doodling is known to many artists and craftivistas as a way to create ZenTangles 1structured designs through drawing various patterns.  It is a formalized process that defines itself as something other than mere doodling because of its theory and approach. You will learn several step-by-step basic designs and have ample time to create your own unique designs. NO EXPERIENCE is necessary, but seasoned Zen Tangle Doodlers are welcome. All art materials are supplied.”

Party for Norma 5

According to art therapist and author Cathy Malchiodi, “Zentangle itself may be relatively new, but the basic principles involved are as old as the history of art. It includes ritual [a core practice in ancient and contemporary arts] and mirrors the symbols, designs and patterns of numerous cultures [Mayan, Maori, Celtic, and American Indian, for example] from ancient through present times. And like “doodling” it is based on a human behavior in which one refrains from planning and allows lines and shapes to unintentionally emerge.”

                                                It’s self-soothing!

It’s simple!

It reinforces creative aimlessness!

But most importantly, it is an afternoon of creative fun with friends!

The cost is $20 per person – all supplies and refreeshments are included in the price. Bring a friend and get a discount!


Coming Soon …. Mandala Stone Painting

Mandala Stone.JPG“Mandala Stones are the latest trend in the craft world to go viral. The colorfully dotted patterns are a real eyecatcher and easy to recreate. You will learn several step-by-step basic designs and have ample time to create your own masterpiece. NO EXPERIENCE is necessary, but seasoned Zen Tangle Doodlers are welcome. All art materials are supplied.”


Call Sasha @ 313-701-9856 for more information or to register.

The Art of Education, Resilience and School Reform

me in color sketch 2

Family in handsI am worried about my students and their families. I have been for a long time. Over the last two decades of my teaching career, I have experienced “the change” – in the way we “do” school, in the eroding quality of living of the urban students I teach – both in their homes and in the actual brick and mortar of the educational institutions where my students and their teachers spend most of their waking hours.

I have experienced the change in the attitude of school administrators and their diverse definitions of “separate is not equal” and of “free and appropriate education” and the blatant violation of student’s civil rights in the daily life of our teaching and learning.

I have experienced the change in the laws and the growing negative public opinion of teachers and the teaching profession. When I first received my certification as an art teacher twenty years ago, I experienced the change in school budgets and cuts of art, music, gym and library programs and massive layoffs of general education teachers. 

I experienced the change of the number of public charter schools in the city of Detroit when they grew from eight in the 1990’s to ninety-four in 2015.  I experienced the change of local control to state control of our district, the flavor of the month curricular focus and million dollar adoptions with each emergency manager. I watched neighborhood schools close and the creation of turnaround schools and the EAA (Education Achievement Authority). The change I have experienced, as a teacher and school administrator over the past two decades has been a downhill spiral, progressively and violently taking our children and their teachers with each wave of change.

It’s like this. People standing on a beach often feel the water tugging the sand away from under their feet. This is the undertow, the current that pulls water back into the ocean after a wave breaks on the beach. School reform is not so unlike a wave’s undertow – and has caused the serious decline in the breadth and quality of educational services. I have felt the beach crumbling effect slowly over the last two decades of aspiring to “be the change I want to see” as I have struggled to stay afloat amidst the shifting waves of school reform.

I have felt for a long time that there is a relationship between the change and declining school achievement. It is not really rocket science, but it is extremely important (and understated)  as we struggle to answer the question, “What to do about our American urban schools?” I have participated in an online trauma informed practice sponsored by IATP (International Association of Trauma Professionals) and my studies have confirmed that 1) adverse childhood  experiences, known as ACEs are increasing in numbers and frequency and 2) they impact not only school academic achievement but the quality of life and health of those children when they become adults. My experience as an urban educator has been – as more and more of our children (and each year there are more and more) show up stressed by the effects of poverty, learning often takes the back door. This change is taking its toll.

House falling downResearch tells us that children who are hungry, grieving, living in fear of guns and domestic violence and of ICE taking their parents away while they are at school can’t learn well. Nor can the ones that live in crowded substandard housing, that move frequently, that are abused or neglected, that don’t have anyone in their lives who are unconditionally crazy about them, Neither can the ones that don’t come to school with enough vocabulary or any books in their home or those who don’t live in safe walking distance of a public library or can enjoy a safe walk to the school they attend. The list of challenges goes on and on – ad nauseam – and quite frankly is beyond most people’s imagination and/or comprehension.

The complex problems of our public schools require comprehensive, multifaceted revitalization strategies that are grounded in more than improving high stakes standardized test scores which I can’t address fully in the breadth of this article. But I know from my own teaching experience and academic studies that we must begin to focus on building resilience to heal the traumatic experiences that our children living in poverty suffer.  

I recently read “Resilience”  published in “Waldorf Today”, an electronic newsletter. The author rang a bell for something I know and care a lot about.

“We know that what enables children to work through trauma more than anything else is art or artistic activity … This fact has been documented in lots of places and it confirms the healing power that can come from art. Art needs to become a normal part of every form of education.” Christof Wiechert

He states that the researchers on resilience or the ability to bounce back and overcome the impact of traumatic experiences found that resilience is not innate but it’s learned in early childhood. To teach resilience, several conditions need to be present in early childhood. It includes many things educators don’t have control over in the school setting but there is one condition that educators (and politicians through policy making) have the power to provide –  a surplus of positive school experiences. In particular, children need to feel fully accepted by their teachers, to go to school in a warm, loving environment. As children experience emergencies in life (natural disasters, a loved one gets sick or a parent loses a job, etc.) and live in less-than-desirable environments and live through the childhood traumas that create toxic stress – our schools need to provide opportunities for children to work through those traumas they experience. Research has shown that creative free play and artistic activities can heal trauma. Hence, art needs to be a part of every educational curriculum. Children (of all ages) are – after all – more than just a test score (any parent knows that).

We can’t solve the problems that are a direct and indirect result of the change in the way we do school that has come about over brushes 2the last twenty years, but we can quite easily support the development of creative and innovative thinking and problem-solving through supporting the arts in our schools. This is a public problem that is our responsibility to address and resolve.

As an important and related side note … author and educator, Steve Van Bockern published, Schools That Matter, a wonderful article with an important reminder …

“Time will tell what kind of life this new administration will build. While I point at politicians and criticize, my dad told me, “Remember, when you point a finger, three of your other fingers are pointing right back at you.” I don’t want to spend my professional life as a naysayer. I want to be part of the conversation about creating schools I would be happy to see my grandchildren attend.”

Lakota leader, Sitting Bull said it well … so “Let us put our minds together to see what kind of life we can build for our children.” Please, next time you go to polls, vote with children in mind. Remember, Art Works! And perhaps, you can take a minute or two and make something with a student at a school near you.


Cultural Humility and Creativity and Learning in the Years 2017 – 2029

Photos from portable drive 177

One Social Re-constructivist’s Journey On the Road 
to Building a More Just & Ecologically Resilient World

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Sasha at the Detroit Riverfront

I consider myself a social-reconstructivist artist, educator and curriculum designer. Many people ask me what I mean by – all that. According to Wikipedia, “Social reconstructionism is a philosophy that emphasizes the addressing of social questions and a quest to create a better society and worldwide democracy. Reconstructionist educators focus on a curriculum that highlights social reform as the aim of education. I like to say that when you get smarter, the world becomes a better place.

As educators, we shouldn’t ever claim to know precisely the unique gifts each individual has to offer the world and the exact right path leading to manifestation, especially in this rapidly shifting and increasing difficult world. I believe in the inherent worth and dignity of every individual but I don’t believe educators are the “sage on the stage.”  It is educator’s “duty” to guide and accompany learners to construct knowledge they will need on the journey of becoming who they are – not unlike the work of a midwife who attends a birth (the mother does the work of bringing the child into the world) or Michelangelo who created David from a piece of marble that had been twice discarded by other sculptors (David’s shape was revealed to Michelangelo in the process of working with the stone).

Author Sir Kenneth Robinson, educationalist, British author, speaker and international advisor on education in the arts, speaks about creativity and questions whether or not schools kill it. (Click on the link to view a very clever animation of his Ted Talk). My response to his question, based on my experiences as an urban educator who taught children with diverse language, learning, and behavioral challenges … yes, we do.

I discovered the phrase cultural humility while reading Empowered Feminism and Cultural Humility  a blog article written by Sue Wallingford and I experienced an “ah-ha moment.” I talk a great deal in my presentations to graduate students (who are studying to become teachers) and teachers attending professional development about cultural competency. Cultural competence requires that organizations have a defined set of values and principles, and demonstrate behaviors, attitudes, policies, and structures that enable them to work effectively cross-culturallyThis is a well-recognized term and considered as best practice in educational circles. Wallington asserts that this term should be replaced by the term cultural humility.

Cultural Competence asks us (as author Lisa Delpit beautifully frames it) to understand that we are always teaching other people’s children, who differ from us in ways that are both visible and invisible but always impacts the access, participation, and progress of the learning. The folks at CADA explain, “While cultural competency implies that one can function with a thorough knowledge of the mores and beliefs of another culture; cultural humility acknowledges that it is impossible to be adequately knowledgeable about cultures other than one’s own.” This shifts the “center” focal point of teaching and learning and keeps it shifting. The teacher is no longer solidly at the top and center! It challenges us to examine our white privilege and not always to always ask “who’s story is being told and whose is being left out” but to listen to the stories that people different from ourselves are telling and ask ourselves how can I change from listening to this story? Wallingford suggests that …”cultural humility positions educators to speak from a place of curiosity and compassion and it constantly puts the student and teacher in the place of not knowing; never assuming to have the answers; opening always to the moment at hand, and the people encountered as worthy of their own history and complexity.”

The people at CADA also say  Humility has traditionally connoted a kind of meekness or humbleness, but it can also be used to “denote a willingness to accurately assess oneself and one’s limitations, the ability to acknowledge gaps in one’s knowledge, and an openness to new ideas, contradictory information, and advice.  Why is cultural humility important? According to CADA (and in my opinion), there are three big reasons:

  1. Cultural humility means not pigeon-holing people.  Knowledge of different cultures and their assumptions and practices is indeed important, but it can only go so far,
  2. Cultural humility is also an important step in helping to “redress the imbalance of power, and
  3. Approaching each encounter with the knowledge that one’s own perspective is full of assumptions and prejudices can help one to keep an open mind and remain respectful of the person (s) seeking involvement.

tiny feet in handThis sort of thinking not only turns the table on educators but keeps it spinning. It is not an easy path to walk your talk because it demands that we can’t “do school” they way we have been doing it over the centuries. In his presentation, Sir Kenneth reminds us that we don’t even know what specific jobs we are preparing today’s kindergarteners for. They will graduate in year 2029! So re-creating curriculum and re-designing schools and professionally developing teachers in this changing spinning world is going to take some creativity, hard work and self-reflection. I’m in – are you?


One Social Re-constructivist’s Journey on the Road to Building a More Just and Ecologically Resilient World

” We live in an era in which the educational system in the United States seems increasingly removed from the drift of global events … schools are seen as little more than the institution most responsible for preparing young people to be successful participants in an increasingly competitive global market. Yet the world that schools are supposed to be preparing young people for is (increasingly) precarious.”   ~Gregory A. Smith

Detroit from Winsor

It has been four months since the urban k-12 public charter school (where I was sure that I would be spending the next 10 years) was suddenly closed permanently, after three years, due to high rent and the financial challenges of maintaining a building constructed in 1923. I mourn the school’s closing not only personally but professionally. I became a public school teacher two decades ago because I wanted to be part of the solution to the educational crisis in my city. This school “was born” for the same reason. The school’s vision and mission supported a place-based curriculum that encouraged creative problem-solving and active civic engagement. It served 400 children in K-12th grade, all of them living below the poverty line and most of them categorized as English Language Learners.

I recently read an older article by Educator and author, Gregory Smith in Can Schools Help Create a Post-Capitalist World? He writes that creating a school with a curriculum grounded in learning and knowledge and issues central to the human and natural communities surrounding the school is a difficult imperative in these times of high stakes standardized testing. While I continuously grieve the loss, I can look retrospectively back on the lessons of building up and watching the tumbling down of a school, as well lessons learned as important tools in my tool box for the journey ahead.

Through interdisciplinary learning (units of study that span and involve students across English language arts, social studies, science, art and Spanish) K – 12 students explored compelling topics, conducted research, did field work, posed questions to local experts and presented their findings in written papers, oral and visual presentations, workshops, dramatic productions, visual expressions, Photo Voice and handmade books. As a result, the students deepened their understandings of the topics (Common Core and State Standards intact) and their personal relationship with it. Smith describes this as, the interconnections that link different disciplines and phenomena, and the role citizens can play in preserving, maintaining, and restoring the integrity and stability, resilience, and self-renewal of … communities. In other words, as these students got smarter, the world became a better place. That is something no one can ever take from them.

Smith uses a phrase from Paul Hawkins’ book Blessed Unrest and writes about this kind of teaching, place-based education as part a global social movement in history restoring grace, justice, and beauty to the world. As an artist, teacher, educational therapist and social re-constructivist, these words resonate deeply in me.

Yep, I am rolling up my sleeves and getting ready for another journey!